UNESCO
Structure, Governance and Finance
UNESCO Institute for Statistics
Montreal June 2011
About me
Andrew Barton
Data Processing and Standards Unit
UNESCO Institute for Statistics
a.barton@uis.unesco.org
•
•
•
•
Bio:
Statistical Assistant in the Data Processing & Standards
Unit at the UIS
Master’s in Economics from the University of Amsterdam
Bachelor’s in Economics from JMSB
Previous work as an adviser/analyst for a European
finance and leasing industry, Department of Foreign
Affairs and International Trade, and Catholic Community
Services (NPO in Montreal)
Presentation Outline
• Overview: History, Mission & Priorities
• UNESCO Structure & Governance
General Conference
Executive Board
Secretariat
• Financing
• Differences between IGO and NPO
Overview: History
• 1942: Conference of Allied Ministers of Education - CAME
– European countries looking to reconstruct their systems of
education in the post war era
• 1945: A proposal from CAME was made at a United
Nations Conference for the establishment of an
educational and cultural organization (London)
• At the end of the conference, thirty-seven countries
founded the United Nations Educational, Scientific and
Cultural Organization (16 November)
Overview: Mission & Priorities
• UNESCO’s mission is to contribute to the building of
peace, the eradication of poverty, sustainable
development and intercultural dialogue through
education, the sciences, culture, communication
and information.
• UNESCO focuses on two global priorities:
– Africa & Gender Equality
Overview: Mission & Priorities
• The broad goals and objectives of the international
community – as set out in the internationally
agreed development goals (Millennium
Development Goals and Education for All) –
underpin all UNESCO’s strategies and activities.
Overview: Mission & Priorities
•
In fulfilling its mission, UNESCO will carry out for
the international community five established
functions:
i.
ii.
iii.
iv.
v.
laboratory of ideas, including foresight
standard-setter
clearing house
capacity-builder in Member States in UNESCO’s fields
of competence
catalyst for international cooperation
UNESCO Governance and Structure
• UNESCO is a specialized agency of the UN (carries
out prescribed mandate but independent)
• Based in Paris, France
• Director General: Ms. Irina Bokova
• UNESCO is an Intergovernmental Organization - IGO
– Goals and scope are outlined in a treaty or charter
– Membership is limited to nation states / countries
• Three levels of membership (193 members, 7
associate members & 2 observers)
– Members are required to make yearly contributions
UNESCO Governance and Structure
• Governing Bodies
– General Conference
– Executive Board
• Secretariat
– 2,000 employees of which 870 are located
in 65 field offices around the world
UNESCO Governance and Structure
• General Conference
– Primary decision making body of UNESCO
– Meets once every 2 years to determine the policies
and main lines of work of the organization
– 1 country – 1 vote
– Approves UNESCO’s biennial programmes and
budget
– Every 4 years, it appoints the Director General
UNESCO Governance and Structure
• Executive Board
– Composed of 58 member states who are elected at
the General Conference every two years
– Choice of representatives depends on diversity of
cultures and geographic regions
– Responsible for the execution of the programme
adopted at the General Conference
– Meets twice a year to examine the Organization’s
programme and budget
UNESCO Governance and Structure
• Secretariat
– The Director General is the executive head of UNESCO
– DG formulates proposals for appropriate action by the
General Conference and Executive Board
– DG prepares a draft biennial programme and budget
– Staff implements the approved programme
– Organizational Chart
• Central Services
• Programme Sectors
• Support Sectors
• Field Offices
UNESCO Financing
• Membership contributions
– Represents 58% of the 2010-2011 budget
– For 2010-2011: $653,000,000 USD
• Extra budgetary funding
– UNESCO becoming more reliant on extra budgetary funds
– Represents 42% of the 2010-2011 budget
– For 2010-2011: $462,751,400 USD
• Total Budget: $1,115,751,400 USD
UNESCO Financing
• Five major sources of extra budgetary funding:
– Bilateral Government Donors
– The United Nations Funds and Programmes
– Multilateral Development Banks (WBG)
– The European Commission
– The Private Sector
UNESCO Financing
• Biennial budget is submitted
by the Director General as a
resolution at the UNESCO
General Conference for
approval
• Scale of Assessment – Set at
the United Nations General
Conference on a yearly basis
• Assessment is based on a
countries Gross National
Income and a country’s
capacity to pay
• Contributions are to be paid
partly in US dollars and partly
in Euros (can pay in national
currency)
Members
Contribution %
USA
22.000%
Japan
12.530%
Germany
8.018%
UK
6.604%
France
6.123%
Italy
4.999%
Canada
3.207%
China
3.189%
Spain
3.177%
Mexico
2.356%
Others
27.797%
IGO vs NPO
• Similarities:
– Both are not driven by profit
– Funding sources are the same (public and private)
• Differences:
– NPO can represent both public and private interests
– IGO represent public interests
– Governance Structure (membership)
• NPO structure depends on the type of organization
• IGOs structure based on a charter or treaty between countries
– Financing structure is different (i.e. UN scale assessment)
List of IGO’s in Montreal
•
•
•
•
UNESCO Institute for Statistics
ICAO – International Civil Aviation Organization
Secretariat on the Convention of Biodiversity
Multilateral Fund for the Implementation of the
Montreal Protocol
• Commission for Environmental Cooperation
(Canada, Mexico & US only)
• Cospas Sarsat (Canada, France, Russia, & US only)
UIS - Education Team
An Overview of the role of the UIS in Education
Statistics
About me
Peter Wallet
TITLE
UNESCO Institute for Statistics
p.wallet@uis.unesco.org
Bio:
• Worked for over 8 years at the UIS
• Contributed to the overall analysis and monitoring of
international education targets Education for All Global
Monitoring Report team
• Particularly contributed to the development and analysis
of data on teachers
About me
Lory Ajamian
TITLE
UNESCO Institute for Statistics
l.ajamian@uis.unesco.org
Bio:
•
•
•
•
Statistical Assistant at the UIS within the Education team
Worked on several UIS publications
Currently doing her Master’s in Statistics at McGill
Speaks 4 languages (French, English, Armenian and
Chinese)
The UNESCO Institute for Statistics
• The UIS founded as a semi-autonomous institute in 1999
in Paris, France
• Moved to Montreal in 2001
• Mandated to maintain international databases for:
– Education
– Science and technology
– Culture and communications
• Approximately 110 employees
from which about 20% are based
in various parts of the world.
Regional Presence of the UIS
Doha
Dakar
New Delhi
Bamako
Yaoundé
Bangkok
Nairobi
Dar-es-Salaam
Santiago
Windhoek
Apia
Apia
What is the role of UIS in education?
• Collection of national data and subsequent conversion &
dissemination of cross-nationally comparable data
Different countries, different primary education
systems
Basic education
5 years
6 years
9 years
Primary
4 years
Lower
secondary
Development of international
classifications, e.g. ISCED
The 7 LEVELS of education are:
– ISCED 0 = Pre-primary
– ISCED 1 = Primary
Destination
A
B
C
– ISCED 2 = Lower secondary
– ISCED 3 = Upper secondary
– ISCED 4 = Post-secondary non-tertiary
– ISCED 5 = First stage of tertiary education
(not leading directly to an advanced research qualification)
– ISCED 6 = Second stage of tertiary education
(leading to an advanced research qualification)
Orientation
General,
Tech/Voc
Kenya
Senegal
..
26
..
27 Doctorate
25
26
24
…..
Ens. uni (2eme
cycle)
25 Master's
23
24
20 Bachelor's
National poly/Dip
Tech & Indus Teacher training
19 degree
Voc Ed
college
18
Training
16 Upper
15 secondary
13
Youth polytechnics
Second stage of primary education
12
21
20
Grande
ecoles
d'ingenieurs
Ens. universitaire (1er
cycle)
Ens. sec.
technique
(2eme cycle)
Ens. tertiare non
uni.
Capacite en
droit
Formation
professionnelle
cycle long
Form. prof.
cycle court
16
15 Enseignment moyen (1er
cycle)
Ens. moyen prof.
14
13
11
12
10
9
22
19 Ens. sec.
general
18
(2eme
cycle)
17
17
14
Primary
teacher
training
colleges
Ens. uni (2eme
cycle)
11
First stage of primary education
8
10
Enseignment elementaire
9
7
8
6
Pre-primary
6/7
Education prescolaire
Kenya
Senegal
..
26
..
27 Doctorate
25
26
24
…..
Ens. uni (2eme
cycle)
25 Master's
23
24
20 Bachelor's
National poly/Dip
Tech & Indus Teacher training
19 degree
Voc Ed
college
18
Training
16 Upper
15 secondary
13
Youth polytechnics
Second stage of primary education
12
21
20
Grande
ecoles
d'ingenieurs
Ens. universitaire (1er
cycle)
Ens. sec.
technique
(2eme cycle)
Ens. tertiare non
uni.
Capacite en
droit
Formation
professionnelle
cycle long
Form. prof.
cycle court
16
15 Enseignment moyen (1er
cycle)
Ens. moyen prof.
14
13
11
12
10
9
22
19 Ens. sec.
general
18
(2eme
cycle)
17
17
14
Primary
teacher
training
colleges
Ens. uni (2eme
cycle)
11
First stage of primary education
8
10
Enseignment elementaire
9
7
8
6
Pre-primary
6/7
Education prescolaire
ISCED
Kenya
..
..
6
24
27 Doctorate
26
…..
25
24
23
26
Senegal
..
Ens. uni (2eme
cycle)
22
25 Master's
23
21
24
20 Bachelor's
National poly/Dip
Tech & Indus Teacher training
19 degree
Voc Ed
college
18
Training
16 Upper
15 secondary
13
5A 5B
4A
3A 3B
3C
17
14
Primary
teacher
training
colleges
Youth
Youth polytechnics
polytechnics
2A 2B
21
20
Grande
ecoles
d'ingenieurs
Ens. universitaire (1er
cycle)
19 Ens. sec.
general
18
(2eme
cycle)
17
Ens. sec.
technique
(2eme cycle)
Ens. tertiare non
uni.
Capacite en
droit
Formation
professionnelle
cycle long
Form. prof.
cycle court
16
15 Enseignment moyen (1er
cycle)
Ens. moyen prof.
14
Second stage of primary education
12
13
11
12
10
9
22
Ens. uni (2eme
cycle)
cycle)/
First stage of primary education
1
8
11
10
Enseignment elementaire
9
7
8
6
Pre-primary
0
6/7
Education prescolaire
What is the role of UIS in education?
• Technical projects to improve data collection
towards the production and usage of
internationally comparable data
• Technical capacity building within countries
(at least every 2 years, regional workshops)
• Analysis of comparative data
• Advocacy for statistics in relation to
UNESCO’s areas of interest
What education topics does the UIS collect data on?
The following topics are covered in the UIS
questionnaire
• Access
• Participation
• Progression-internal efficiency
• Student international mobility
• Teachers
• Investment in education
Core UIS data source:
Administrative data
•
Administrative data come from official national ministries; national
school censuses or EMIS system
•
UIS works cooperatively with governments to maintain country’s sense
of ownership
•
Advantages of administrative data
• Allow for regular and timely monitoring of education systems
• Linked to education planning
• Cost efficient
•
UIS estimates some missing data
•
UIS collects more than just participation data, which could be collected
from household survey data, which allows for a more holistic view of
national systems, e.g.. Finance data, teachers data etc…
Major phases of the UIS education
data production cycle
Phase 1
Phase 2
Surve
y
design
Data
collection and
processing
Phase 3
Phase 4
Reporting
data
Data collection and processing
• International statistics depend on…
• Quality of raw data reported by countries
• Quality of UIS data collection and
•
processing
Quality of data reported by other
international organisations, e.g. population
and economic data.
Specific mandates related to international
agreements
• The UIS has the mandate to monitor progress towards
Education for All (EFA) and education-related
Millennium Development Goals (MDG).
• The gender parity index (GPI), which is the ratio of
female to male values of a given indicator, is used to
measure:
– EFA Goal 5:
Eliminating gender disparities in primary and secondary education by
2005, and achieving gender equality in education by 2015, with a focus
on ensuring girls’ full and equal access to and achievement in basic
education of good quality.
– MDG Goal 3:
Promote gender equality and empower women.
Education for All (EFA)
In March 1990, delegates from 155 countries, as well as
representatives from some 150 organizations agreed at the
World Conference on Education for All in Jomtien (Thailand),
to universalize primary education and massively reduce illiteracy
before the end of the decade.
In April 2000, the World Education Forum in Dakar (Senegal)
adopted the Dakar Framework for Action reaffirming the
commitment to achieving the goals for Education for All by the
year 2015.
Education for All (EFA)
1.
2.
3.
4.
5.
6.
Expand early childhood care and education
Provide free and compulsory primary education for
all
Promote learning and life skills for young people and
adults
Increase adult literacy by 50 per cent
Achieve gender parity by 2005, gender equality by
2015
Improve the quality of education
Millennium Development Goals (MDG)
The Millennium Development Goals are eight goals to be
achieved by 2015 that respond to the world's main
development challenges.
The MDGs are drawn from the actions and targets contained
in the Millennium Declaration that was adopted by 189
nations and signed by 147 heads of state and governments
during the UN Millennium Summit in September 2000.
Millennium Development Goals (MDG)
Poverty and Hunger
1.
Eradicate extreme poverty and hunger
Education
2.
Achieve universal primary education
3.
Promote gender equality and empower women
Health
4.
Reduce child mortality
5.
Improve maternal health
6.
Combat HIV/AIDS, malaria and other diseases
Development
7.
Ensure environmental sustainability
8.
Develop a global partnership for development
Monitoring indicators: Goal 2: Target 2.A
“Ensure that, by 2015, children everywhere, boys and girls
alike, will be able to complete a full course of primary schooling”.
Participation
Net Enrolment Rate
Progress
Outputs
Survival Rate to Last
Grade
Youth Literacy
Rate
Monitoring indicators: Goal 3: Target 3.A
“Eliminating gender disparities by 2005 in primary
and secondary education, and at all levels no later than 2015’’
Equal participation
Gender Parity Index
of Gross Enrolment Ratio
Participation
Net enrolment rate in primary education (NER)
NER

Enrolment in primary education of the official age group
*100
The official primary school - age population
Participation of children belonging to the official primary school
age-population (SAP)
Gross enrolment ratio in primary education (GER)
GER
Enrolment in primary education

*100
The official primary school - age population
The general level of participation in primary education.
The capacity of the primary education system to enrol children of
the primary school age-population.
United Arab Emirates (2009)
Entrance age: 6 year old
Duration: 5 years
Official age group:
6-10
SAP610  288,681
GER
NER
302,375

*100  104.5%
288,681

258,890
*100  89.68%
288,681
Age
population
Enrolment in
primary education
5
61,565
35,055
6
60,604
60,203
7
59,343
59,286
8
57,860
56,543
9
56,228
54,139
10
54,646
28,719
11
53,313
6,163
12
51,686
1,882
13
49,593
304
14
47,478
81
Total
302,375
Out of school children (OOS)
Definition before 2005:
Children of primary school age are counted as out of
school when they are not enrolled in primary education.
NER
OOS

258,890
*100  89.68%
288,681
 288,681 - 258,890  29,791 !!!
Goal 3
• Promote gender equality and empower
women
– Target 3.A: Eliminating gender disparities by
2005 in primary and secondary education,
and at all levels no later than 2015
• Indicators: Gender parity index of GER in primary,
secondary and tertiary education
Gender parity index of Gross enrolment ratio
Purpose:
The GPI measures progress towards gender parity in education
participation available for women in relation to those available to
men. It also reflects the level of women’s empowerment in
society.
Gross enrolment ratio for female
GPI GER  Gross enrolment ratio for male
GPI: United Arab Emirates (2009)
145707
*100
GERFemale
Female ?
GER
139972
GER
Female
 104.1%
156668
 ? *100
Male148709
GERMale 
GER
GER
Male
 111.9%
Age
5
6
7
8
9
10
11
12
13
14
Total
Population
Female
Male
29,944
31,621
29,453
31,151
28,815
30,528
28,066
29,794
27,243
28,985
26,395
28,251
25,572
27,741
24,749
26,937
23,937
25,656
23,210
24,268
104.1%

 0.93
GPIGPI
GER GER  ?
111.9%
Enrolment in primary
education
Female
Male
17,676
17,379
29,210
30,993
28,475
30,811
27,091
29,452
25,873
28,266
13,661
15,058
2,724
3,439
830
1,052
141
163
26
55
145,707 156,668
UIS Data Centre
• The main product of the UIS is its database
• The data centre is an online vehicle for accessing all
data and indicators produced by the UIS
• Over 1000 data and indicators on education for
more than 200 member states
• Complete time series data from 1970 to the most
recent year
• Updated three times a year (January, April
and October)
Major publications using UIS education data
World Development
Indicators (World Bank)
Global Education Digest (UIS)
EFA Global Monitoring
Report (UNESCO)
Millennium Development
Goals Report (UN)
Human Development
Report (UNDP)
The State of the World's
Children Report (UNICEF)
UNESCO
Culture, S&T, Comm and Info
UNESCO Institute for Statistics
Montreal June 2011
About me
Maya Prince
Research Assistant, LAMP team
UNESCO Institute for Statistics
m.prince@uis.unesco.org
Bio:
• Research Assistant with the Literacy Assessment and
Monitoring Programme (LAMP) team at the UIS
• Bachelor’s in Economics with honors
• Master’s in Economics – both from Concordia University
Learning Outcomes
Enrolment
Repetition
Completion
Out of school
What about children in school not learning?
UIS & learning outcomes
UIS Mandate:
 To collect data
& produce statistics on
all dimensions of
education,
with international
comparability
 UIS will now add
indicators of student
achievement to its
databases
Observatory
of
Learning Outcomes
Components
•
1 GLOBAL DATABASE: develop and manage a database
of student achievement indicators with full international
comparability—an issue
•
2 CATALOGUE: develop and manage a database of
student achievement indicators that countries have,
internal or external source; comparability—not an issue
Other teams at UIS
Provide UNESCO member states and the international
community with timely, reliable, relevant and crossnationally comparable statistics
•
Culture
•
Science and technology
•
Communication and information
UN Literacy Decade (2003-2012)
• aimed at increasing literacy levels
• UNESCO launched the Literacy Initiative for
Empowerment (LIFE) in 2005 as a framework for
achieving the Decade’s goals
• LAMP
Literacy Assessment and Monitoring Programme
•
Objectives:
•
•
•
•
Methodological development
Sustainable data production
National capacities
Guiding principles:
Literacy assessment: necessity for sound policymaking
• Literacy skill: levels (not binary)
• Test questions reflect context
•
Countries that have participated in IALS/ALL or LAMP
Timed Parking
Textual and contextual knowledge
Q. ‘Is this a camel or a donkey?’
Not a camel or a donkey. It is a wild camel. [answer marked as wrong]
In Mongolian there are different terms for domestic (temee) and wild camel
(khavtai). The respondent has not understood the conventions of textual
authority.
Interviewer training
Maya?
Observation in Mongolia
Observation in Jordan
Literate environments
UIS impact on international policy
“subtle advocacy”, not “direct advocacy”
How?
•our statistics
•support to countries (training, providing guidelines and
standards)
•partnerships with IGOs/NGOs
•our reports and publications
UNESCO
Communications Strategy
UNESCO Institute for Statistics
June 15, 2011
About me
Shereen Joseph
Communications Unit
UNESCO Institute for Statistics
shereenjoseph@gmail.com
Bio:
• Worked in Communications for over 10 years – 2 of
those at the international level within the UIS
• Bachelor’s in Microbiology from the University of Alberta
• Master’s in Journalism at Concordia starting in
September
• Freelance Consultant
Outline
•
•
•
•
•
•
UIS Communications Strategy
Shift in Strategy
Who do we Serve?
Reaching a Broader Audience
GED 2010
UIS online database
Guiding principles of communications
strategy
• Better explain the work, mandate and
products of the UIS.
• Expand dissemination of UIS data.
• Reinforce transparency, impartiality
and accountability.
Shift in Comm strategy
Comm in the past:
Current situation:
• Importance of
physical events
• Success measured in
terms of media
reports
• Demand for instant
access to information
• Success to be
measured in
qualitatitive and
quantitative terms.
Who are our users?
UIS data are used by policymakers,
decision-makers, academics, students,
consultants, educators, journalists,
advocacy groups, government and intergovernmental agency officials and other
statisticians.
Three types of users:
• Consumers
• Cooks
• Commentators
Effective dissemination of UIS data
Highlights the need to diversify the format of
outputs via:
• Redesign of website
• Redesign of UIS Data Centre
• Use of Social Media
Challenges in the digital age
• Information overload
• Discovery is difficult
• Preferences for multi-channel
dissemination
• Identifying and reaching new audiences
• Time and the expectation of
instantaneous results
Overcoming obstacles
• Search Engine Optimization
• Establishing cross-linkages with UNESCO
site
• UIS Document Library
• Social Media
• New Partnerships with Private Vendors
GED purpose
• The UIS data collection mechanism is
designed to produce comparable data for
over 200 countries and territories
• The GED is part of a major UIS initiative to
improve the availability of education data
to monitor long-term progress globally and
identify advances and setbacks of
individual countries
Education
Disparities in
2010
Report
Global Monitoring
Education for All Gender
GED 2010 - Gender Disparities in Education
Between promise
and progress
GED 2010
• 2010 marks the 15th anniversary of Beijing
+15 (the 4th World Conference on Women)
• Reflects two of UNESCO’s top priorities:
education and gender equality
Online database
• This GED is complemented by an
interactive database accessible online at
www.uis.unesco.org
• The database contains additional
indicators and time series data that are not
presented in the print version of the Digest
• The database is updated regularly and
provides access to the latest international
education data available
MERCI
THANK YOU
謝謝
GRACIAS
ً‫شكرا‬
Спасибо
78
Questions?
• Peter Wallet
– p.wallet@uis.unesco.org
• Lory Ajamian
– l.ajamian@uis.unesco.org
• Andrew Barton
– a.barton@uis.unesco.org
• Maya Prince
– m.prince@uis.unesco.org
• Shereen Joseph
– shereenjoseph@gmail.com